Academic Journal
Engaging Students in Learning and Creating Different Translanguaging Sub-Spaces in Hong Kong English Medium Instruction History Classrooms
| العنوان: | Engaging Students in Learning and Creating Different Translanguaging Sub-Spaces in Hong Kong English Medium Instruction History Classrooms |
|---|---|
| اللغة: | English |
| المؤلفون: | Kevin W. H. Tai (ORCID |
| المصدر: | Language and Education. 2025 39(1):190-231. |
| الاتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 42 |
| تاريخ النشر: | 2025 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Code Switching (Language), English (Second Language), Second Language Learning, Language of Instruction, Classroom Communication, Foreign Countries, Native Language, Language Usage, Lesson Plans, Secondary School Students, History Instruction, Discourse Analysis, Video Technology, Inclusion, Teacher Student Relationship, Educational Policy, Mandarin Chinese, Sino Tibetan Languages, Phenomenology, Recall (Psychology) |
| مصطلحات جغرافية: | Hong Kong |
| DOI: | 10.1080/09500782.2023.2248958 |
| تدمد: | 0950-0782 1747-7581 |
| مستخلص: | A key pedagogical goal in any classroom is to engage students in learning. This study examines how an English-Medium-Instruction (EMI) teacher employs available resources to engage his students in the classroom for promoting participation, keeping the lesson moving forward and meeting the pedagogical goals. The data for this study is based on a intensive fieldwork in an EMI secondary history classroom in Hong Kong. Multimodal Conversation Analysis is deployed to analyse the classroom interactional data. The classroom analysis is triangulated with the video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. The study's crucial theoretical contribution is that it broadens our comprehension of an EMI classroom as an integrated translanguaging space, which may involve various fluid and mobile translanguaging sub-spaces. This paper aims to illustrate the process of engaging students affords the teacher to create different translanguaging sub-spaces at a whole-class level and at an individual level. It is argued that creating these translanguaging sub-spaces requires the teacher to mobilise available resources for catering for the different needs of all students, which promotes interaction and inclusion in the classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| رقم الانضمام: | EJ1455880 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0950-0782 1747-7581 |
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| DOI: | 10.1080/09500782.2023.2248958 |